Writer, Author at ECS IELTS

The things about IELTS preparation

What if I miss the answers in the Listening module?

This is a fear of losing concentration. Ask any IELTS candidate what they are afraid of in the Listening module and they will say: “I am afraid to miss answers. I am afraid that I won’t be able to follow the recording”.

To make this fear disappear there is only one solution – practice. Practising builds up confidence and teaches you how to recover even if you’ve missed a question or two; how to move on and get all the rest done. Practice reveals what your weaknesses are, which tasks are the most difficult for you, and where the points are usually lost. Paying extra attention to those tasks will save precious points and improve the overall band score. Click Here

2. What if I don’t have enough time?

In the Reading and Writing sections the most common fear is to not finish on time. The best way to deal with this fear is to take control of the time and manage it carefully. The students are given several passages and under no circumstances should you let one passage eat up all the time.

One of the time management techniques is called “Divide and Conquer”. Divide the time in the very beginning of the test and write down when you will start working on each passage. Stick to that contract no matter what. Even if you have questions unanswered, move on to the next passage. Consider this a damage control system – it will make sure that even if some questions were missed, most of the questions will be answered.

3. What if I have nothing to write about?

This is a fear of writer’s block. Many students are afraid of getting a topic for the essay and having nothing to say about it. The easiest way to get over it is to read a lot of essays on different topics and to absorb other people’s ideas. The truth is that IELTS examiners don’t care about the source of the information; it is the way an essay is written that matters.

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Answering the Question Academic Writing session

In your academic essay, a considerable number of points are available according to how well you answer the question in the title. Therefore, it’s very important to make sure you understand the title fully before you begin. Don’t just find a keyword in the title and start writing. Examine the question carefully first.
You need to consider:

1. How many things are you being asked to do?
Some essay titles may have two parts, so make sure you address both questions.

2. What are the question words in the title?
Make sure you understand what the question words mean. Here are a few of the commonest question words:

Explain: If you explain something, you give reasons why it happens.
Discuss: If a question asks you to discuss a statement, you should consider the topic from different, opposing viewpoints. Don’t just write about your own opinion; discuss two or more sides of the argument. Conclude by giving your own point of view, based on the ideas you raised in the essay.
To what extent…: ‘To what extent…’ means ‘how much…’ These questions often ask you whether or not you agree with a statement, and should be tackled in the same way as a Discuss question.
Evaluate/Assess: If you evaluate or assess something, you decide how good it is. The best way to approach this is to examine the good points and then consider the negative aspects. In the conclusion, state how good it is overall.
Illustrate: If you are asked to illustrate something, you need to use examples to support your ideas. View More Details

IELTS academic writing essay topics are very varied. You could be asked about anything from Architecture to Zoology, and you may feel you know nothing at all about the subject. Nevertheless, it is very important that you keep to the topic. Don’t stray onto something else. So, how can you get ideas about a question that you know very little about?

Firstly, divide your essay up into manageable sections. If it is a ‘discuss’ question, these sections will be ‘Agreement with the statement’ and ‘Disagreement with the statement’. If it’s an ‘evaluate’ question, they will be ‘positive aspects’ and ‘negative aspects’.

Next, spend some time brainstorming. On rough paper, note down any ideas you can think of. If your mind goes blank, try some of these ideas.

1. Consider the question from other people’s points of view. What would a parent’s opinion be? What about an elderly person or a teenager? Would a man’s opinion be the same as a woman’s? Would people from different countries have different opinions? How would the point of view of a politician differ from that of a conservationist or a businessperson?

2. If you’re still stuck for ideas, think about the question from these different angles.

The economy: Is the issue expensive to solve? Who will pay for it? Or can this issue make money?
The environment: How will animal life, soil, the air and water supplies be affected by this issue?
Society: How will the issue affect people’s lives, their health and relationships?

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Introductions and Conclusions Writing Part IELTS session

1. Clarifying the meaning of the title
What are you being asked to do? Define any keywords. If there are no words which require a definition, it is still a good idea to interpret any keywords in the title. Look at this essay title, for example:
Illiteracy has traditionally been viewed as a third world problem. However, in developed countries, illiteracy is increasing. Examine possible causes for this and its effect on society.

You should define ‘illiteracy’ in the introduction. It’s also important to make it clear that you understand the difference between ‘third world’ and ‘developed’ countries. You also might want to interpret the word ‘society’. What exactly does ‘society’ mean in the context of this essay? Clarifying this will help you to write a focused, relevant essay. Click Here

2. Mention briefly why this is an important issue.
You may want to include one sentence addressing why this issue is interesting or important, and to whom. However, take care. Students often begin essays with a statement such as ‘Illiteracy is a hot topic in today’s society’. Try to avoid this. It sounds as if you are reciting a phrase you have learnt and you are not thinking about the issue itself. Consider why illiteracy is important, who it affects and whose job it is to solve the problem.

3. Outline how you intend to answer the question
This is a very important part of the introduction. The last sentence of your introduction should outline exactly what you aim to do in your essay, and how you aim to do it. This sentence is called the Thesis Statement. The thesis statement is very similar to the title.

A good thesis statement will show the reader how the essay will be structured. For example, by reading the thesis statement above, the examiner will know the number of sections in the essay, and the topic of each paragraph. He or she will also know that the writer understands the question in the title and is addressing it directly. Obviously, you cannot write a good thesis statement unless you have planned your essay outline first.

One more important thing to remember is that you must not start answering the question in the introduction. Do this in the main body of the essay.

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solve some common problems in speaking test in IELTS coaching

The common problem here is knowing how to speak for 2 minutes. It’s important that you do to avoid being penalised for lack of fluency. The solution comes in two parts. The first part is learning how to use your one minute preparation time well.

Typically the best thing to do in your preparation time is not to try and think of words – something a lot of candidates do – but rather concentrate on ideas. The problem with trying to think of words is that you probably won’t find many in one minute and the ones you do find may not be that helpful. Ideas are better just because they give you more to talk about. And it’s important to note that you can also add ideas in that are not on the prompt. Know More Details

To make this work you need to make notes in your preparation time that you can use. The best thing to do is jot down a few words about each item you are asked to talk about. This is how it can work:

Example

Talk about a journey you have made. You should say:

where you went
what transport you used
who you travelled with

These idea notes allow me to add details about the interview and what it was for, compare the costs of train and car travel and talk about my friend. Now there is lots to say.

The second part of the solution for getting to two minutes is to use the cue card to help you structure what you say. It can be much easier if you try and speak about each topic on the card separately for 30 seconds or so than try and give one long answer. It allows you to break your talk up a bit and gives you natural pauses when you speak.

thinking and speaking

In the last part of the test you’re given harder thinking type questions based on your long-turn speaking in part 2. The problem here is that unlike in part 1 when the questions are very straightforward you may need some thinking time but you also need to start speaking immediately.

One solution here is to learn to discuss the question and not to try and answer it immediately and to structure your answer. This is in some ways the opposite of what you do in part 1. There are a variety of different strategies for doing this but here is one possibility to consider. You start off by saying you don’t know the answer and explain why and discuss possible different ideas and then at the end state a conclusion.

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The Basics of Teaching ielts English

Teaching English as a Foreign Language is teaching English to learners who do not speak English as a first language. They might be learning English as a second language or a third or a fourth, and they might be living in their home country learning English at school or at a language school, or they might be in an English-speaking country. EFL learners can be any age, from kindergarten to adults; they can be schoolchildren, university students, businessmen and –women, workers or tourists. View More

If you have a proclivity to teaching especially young children and enjoy being in their company then you must enroll in Certificate in TEFL Young Learners offered by Asian College of Teachers. There has been a steady growth of young learners learning English of late and this has led to widespread teaching of English to young learners in countries where English is a second or a foreign language. The certificate program covers topics like language acquisition, how children learn language, teaching listening, speaking, reading, writing, lesson planning, material designing and handling mixed group, classroom management, importance of stories, games and songs, correction techniques etc. This program equips the teaching aspirants with the skills and knowledge which makes teaching young learners a rewarding experience. Moreover, our expert tutors will closely follow your progress and will chip in with their valuable inputs throughout the program.

International Post Graduate Diploma in TESOL/TEFL for Teachers and Trainers is a compact and comprehensive course covering a diverse range of techniques and methodologies related to TEFL, Train the Trainer, Education Management and Special Education. The online 400 hours program touches upon the role and functions of English in the arena of EFL/ESL teaching, global business domain and imparts training to prepare you in language skills and sound instructional techniques appropriate for business environment. In addition, you can develop skills and expertise in the arena of education management and gain knowledge in special education

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IELTS General Training Writing band score levels

Task achievement
Covers the requirements of the task
(Academic Training) presents a clear overview of main trends, differences or stages
(General Training) presents a clear purpose, with the tone consistent and appropriate
Clearly presents and highlights key features/bullet points but could be more fully extended

Coherence and cohesion
Logically organises information and ideas; there is clear progression throughout
Uses a range of cohesive devices appropriately although there may be some under-/over-use

Lexical resource
Uses a sufficient range of vocabulary to allow some flexibility and precision
Uses less common lexical items with some awareness of style and collocation
May produce occasional errors in word choice, spelling and/or word formation View More

Grammatical range and accuracy
Uses a variety of complex structures
Produces frequent error-free sentences
Has good control of grammar and punctuation but may make a few errors

Band 5

Task achievement
Generally addresses the task; the format may be inappropriate in places (Academic) recounts detail mechanically with no clear overview; there may be no data to support the description
(General Training) may present a purpose for the letter that is unclear at times; the tone may be variable and sometimes inappropriate
Presents, but inadequately covers, key features/ bullet points; there may be a tendency to focus on details

Coherence and cohesion
Presents information with some organisation but there may be a lack of overall progression
Makes inadequate, inaccurate or over-use of cohesive devices
May be repetitive because of lack of referencing and substitution

Lexical resource
Uses a limited range of vocabulary, but this is minimally adequate for the task
May make noticeable errors in spelling and/or word formation that may cause some difficulty for the reader

Grammatical range and accuracy
Uses only a limited range of structures
Attempts complex sentences but these tend to be less accurate than simple sentences
May make frequent grammatical errors and punctuation may be faulty; errors can cause some difficulty for the reader

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International training TESOL/TEFL for Teachers and Trainers

Globalization has made English the international language of communication which has led Asian people to realize the importance and they are more than willing to learn English. There is no particular age group when it comes to teaching English but highest level of demand is in the elementary stage of education. Hence EFL/ESL teachers need to take some extra responsibility to teach English in a systematic way so others especially the young learners can understand and learn it effectively. Apart from young learners there is a substantial demand for TEFL trainers to acquaint the adult learners with the global language of communication.

With Asian giants like China, Japan, Thailand, South Korea making its presence felt in the global market, there is a considerable demand for ESL/EFL teachers especially in the Business English sector. There is an incredible amount of TEFL jobs being generated all over Asia making it a sought after destination for TEFL job seekers. Teaching English in a different country is not at all an easy task to do. While teaching English, one needs to be expressive as everything has to be explained clearly to the learners. It is advantageous to know the local language as it can aid teaching process. Sometimes learning a local language helps and it appeals many as learning a different language is always fun. It is not mandatory to learn the local language for teaching ESL/EFL but one can learn it entirely depending on the personal interest. It will not only enrich the resume but give an extra edge as an ESL/EFL teacher.

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TEFL General reading training to students

TEFL Business Learners is a compact internationally certified program covering the diverse range of techniques and skills related to business communication which are indispensable in today’s corporate world especially if you are planning to be a business English trainer. The online 60 hours program touches upon the role and functions of English in the global business domain and imparts training to prepare you as a business English trainer adept in language skills and sound instructional techniques appropriate for business environment. Moreover, ACT’s dedicated tutors are there to observe the approach of each trainee and implement new ways to bring out the best in each of them

Teaching English as a foreign language or TEFL is a great way to travel all across the globe while working and raising fund for the tour. There are many countries in Asia featuring quality opportunity for EFL/ESL teaching. It is a great opportunity to earn a living while exploring the dynamic beauty of Asia. Most of the time EFL/ESL teaching is misinterpreted as a career and seen only as an opportunity to travel to nearby places sometimes but there is something more to it. It can actually be a lifetime experience.

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Speculating and talking English about the future

In Parts 2 and 3 of the IELTS Speaking test, the examiner might ask you to talk about the future and express possibilities. Speculating (talking about something you’re not certain about), is a technique that you can also use when you have no experience or no views on a topic. Let’s look at some of the phrases you can use to speculate and talk about the future:

I’d say…
I guess…
Perhaps / Maybe…
It’s possible…
I would imagine that…
Well, if I think about…
It might/may…

Agreeing and disagreeing

In Part 3 of the Speaking test, you’ll be encouraged to discuss the topic from Part 2 more fully. This is where you might be asked to agree or disagree on a statement. Take this opportunity to demonstrate variety and control of language within a two-way discussion. For this, you can use phrases such as the following:

Agreeing

Yes, absolutely.
Absolutely, I wholeheartedly agree with that.
You’re absolutely right.
No doubt about it.
You have a point there.
Exactly.

Disagreeing

I’m afraid I disagree.
That’s not always the case.
That’s not always true.
I’m not so sure about that.
I don’t think so.

Agree and disagree

Well, I can see both sides.
I’m not sure if I agree or disagree with this.
Both sides have advantages, but I think the advantages outweigh the disadvantages.

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speak more fluently in the IELTS Speaking test

When you prepare for IELTS you need to learn functional language and be able to use it naturally on test day. Learn which phrases and language to use in your IELTS Speaking test.

Preparing for the IELTS Speaking test by learning useful phrases and linking words is usually the first step most English learners take. Learning phrases and using them appropriately is key to a better performance and a vital part of learning a language. However, you should not memorise scripted answers, instead, you should learn and practice functional language to help you talk about a variety of common topics.

In this post, we’ll take a look at phrases that you can use when answering typical questions in the IELTS Speaking test.

As we mentioned in our blog on using discourse markers in the Speaking test, functional language refers to words and phrases that we use to express a language function. For example, if you want to express sadness, you could use the adverb ‘unfortunately’ to begin your sentence, similarly, if you wanted to express your opinion, you could use the phrase ‘ I personally feel that…’ to show that you are going to give your opinion.

Functional language helps to communicate and organise your thoughts and ideas on a topic you are discussing as well as communicating how you feel about a particular topic. This helps to produce a more fluent, coherent and therefore more natural performance in the IELTS Speaking test.

In Part 1 of the Speaking test, you will have the chance to talk about yourself, where you live, what you do and a range of familiar topics. In addition, in Part 2 of the Speaking test you will be asked to talk for 1 to 2 minutes on a topic that will also be based on your personal experiences. Although you probably won’t find Part 1 questions difficult to answer, it is important that you vary your language when introducing personal experiences. Here are some examples of phrases you can use:

I once…
I remember when…
Back when I was…
I don’t remember exactly when, but…
(Just) the other day…
In my childhood…

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